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Author: Jil Winandy Publisher: Routledge ISBN: 1000572625 Category : Education Languages : en Pages : 381
Book Description
Documenting the reception of the pre-eminent Austrian school reformer Johann Ignaz Felbiger and his pedagogical thought in European histories of education in the nineteenth century, this volume demonstrates how national and religious ideological preferences have propelled the construction of fundamental biases in educational historiography. Covering more than 200 years and multiple national contexts, this book’s case studies of France and Switzerland, as well as close analysis of historical documents and textbooks, reveal how a canon of glorified historical "heroes" have been promoted over and above other educational actors, with the aim of morally instructing future teachers according to national and religious values. Based on a strong array of historical sources, the author demonstrates how biased educational historiographies are utilized in gaining support for certain pedagogical and curricula models. Through the deep examination of textbooks used in teacher training and the explication of the work and actual influence of Felbiger’s method in Catholic parts of Europe, this book captures how these narratives impact our understanding of early national histories. Offering new knowledge in the history of curriculum studies, this volume will be of interest to scholars and researchers with an interest in the history of education, as well as comparative teacher education.
Author: Jil Winandy Publisher: Routledge ISBN: 1000572625 Category : Education Languages : en Pages : 381
Book Description
Documenting the reception of the pre-eminent Austrian school reformer Johann Ignaz Felbiger and his pedagogical thought in European histories of education in the nineteenth century, this volume demonstrates how national and religious ideological preferences have propelled the construction of fundamental biases in educational historiography. Covering more than 200 years and multiple national contexts, this book’s case studies of France and Switzerland, as well as close analysis of historical documents and textbooks, reveal how a canon of glorified historical "heroes" have been promoted over and above other educational actors, with the aim of morally instructing future teachers according to national and religious values. Based on a strong array of historical sources, the author demonstrates how biased educational historiographies are utilized in gaining support for certain pedagogical and curricula models. Through the deep examination of textbooks used in teacher training and the explication of the work and actual influence of Felbiger’s method in Catholic parts of Europe, this book captures how these narratives impact our understanding of early national histories. Offering new knowledge in the history of curriculum studies, this volume will be of interest to scholars and researchers with an interest in the history of education, as well as comparative teacher education.
Author: Allan Michel Jales Coutinho Publisher: Routledge ISBN: 100058044X Category : Education Languages : en Pages : 213
Book Description
This book urgently confronts systems of privilege and oppression within education, and combines concepts including bifocality, currere, and conscientização to highlight the role of dialogical and autobiographical reflection in dismantling neoliberal and colonial logics at the level of theory, policy, and practice. The author purposefully connects methods and concepts from curriculum, social studies and the arts, and offers insights into identity formation, social position, and social transformation. As such, Jales Coutinho presents an opportunity for curricularists to evaluate the connections between their lives and their work within and across mutually-constitutive discursive and material contexts, and critically analyze their agency, their relational encounters, and their position as changemakers within unjust social realities. Focusing on the intersection of curriculum theory with educational policy and leadership, the text calls for a mutual "becoming conscious" to illustrate how this can affect a paradigmatic shift toward social justice education, lived curriculum, and emancipatory pedagogy. With the potential to expand and set the tone for a long-standing curriculum conversation for curriculum theorists, educational leaders and policymakers concerning the contours and dimensions of our work in schools, research institutions, and policy circles, it crucially asks: what does it mean to engage in the complicated conversation of curriculum work in a post-reconceptualist era?
Author: Daniel Tröhler Publisher: Taylor & Francis ISBN: 1000863891 Category : Education Languages : en Pages : 282
Book Description
Contributing to interdisciplinary discussions on nationalism, the book explores how educational systems and practices contribute to the phenomena of nationalism and nation-building. Using nine comparative case studies from four continents, the book elaborates a theoretical understanding of nationalism from the perspectives of comparative education research. It integrates the theme of nation, nation-building and nationalism and its involvement with issues of education. It explores the theoretical scope of concepts such as national identities, national literacies, or "doing" nation. The book revives the idea that nation should be the starting point of comparative research and contributes to the theoretically reflective integration of nationalism research into education research. This timely book will be highly relevant for researchers, academics, and postgraduate students in the fields of comparative education, international education, education policy, and curriculum studies.
Author: Joseph Zajda Publisher: Springer ISBN: 9402409750 Category : Education Languages : en Pages : 295
Book Description
Globalisation and Historiography of National Leaders: Symbolic Representations in School Textbooks, the 18th book in the 24-volume book series Globalisation, Comparative Education and Policy Research, explores the interrelationship between ideology, national identity, national history and historical heroes, setting it in a global context. Based on this focus, the chapters represent hand-picked scholarly research on major discourses in the field of history textbooks and symbolic representations of national heroes, and draw upon recent studies in the areas of globalisation, history textbooks, and national leaders.A number of researchers have written on the importance of teaching national history in order to foster national identity and a sense of belonging to a certain society, state, and people among the younger generation. Some nations prefer to create national heroes out of their political leaders who are still in power, and whose lives and reputation are portrayed as being eminently spotless. Using diverse comparative education paradigms from critical theory, social semiotics, and historical-comparative research, the authors analyse the unpacking of the ideological agenda hidden behind the choice and lionization (or silencing) of the preferred national heroes. They provide an informed critique of various historical narratives depicting national leaders and national heroes.The book provides an easily accessible, practical yet scholarly source of information on international concerns in the field of globalisation, history education and policy research. Offering an essential sourcebook of ideas for researchers, history educators, practitioners and policymakers in the fields of globalisation and history education, it also provides a timely overview of current changes in politically correct history education narratives in history textbooks.
Author: James H. Williams Publisher: Springer ISBN: 9463005099 Category : Education Languages : en Pages : 380
Book Description
This book engages readers in thirteen conversations presented by authors from around the world regarding the role that textbooks play in helping readers imagine membership in the nation. Authors’ voices come from a variety of contexts – some historical, some contemporary, some providing analyses over time. But they all consider the changing portrayal of diversity, belonging and exclusion in multiethnic and diverse societies where silenced, invisible, marginalized members have struggled to make their voices heard and to have their identities incorporated into the national narrative. The authors discuss portrayals of past exclusions around religion, ethnicity, sexual orientation, as they look at the shifting boundaries of insider and outsider. This book is thus about “who we are” not only demographically, but also in terms of the past, especially how and whether we teach discredited pasts through textbooks. The concluding chapters provides ways forward in thinking about what can be done to promote curricula that are more inclusive, critical and positively bonding, in increasingly larger and more inclusive contexts.
Author: Zeng Yeying Publisher: Routledge ISBN: 1000457834 Category : History Languages : en Pages : 896
Book Description
The study of modern Chinese history has developed rapidly in recent decades and has seen increased exploration of new topics and innovative approaches. Resulting from a special issue of Modern Chinese History Studies, this set is devoted to showcasing the healthy development of Chinese modern history studies, and has already been revised twice in the original language. This three-volume set exhibits major achievements on the study of modern Chinese history and shows how the role of history was in debate, transformation, and re-evaluation throughout this tortuous yet prosperous period. Articles on 23 different topics are collected from over 30 prominent historians in order to represent their insights on the developmental paths of Chinese historical studies. Drawing on a large number of case studies of critical historical events that contribute to the establishment of the People’s Republic of China, this set offers a panoramic view on the studies of modern Chinese history. In addition, it incorporates more pioneering topics such as intellectual history, cultural history, and translations of overseas studies on contemporary Chinese history. This book will be a valuable reference for scholars and students of Chinese history.
Author: Rico Isaacs Publisher: Springer ISBN: 331997355X Category : Political Science Languages : en Pages : 327
Book Description
This book brings together a series of innovative contributions which provide an eclectic view of how theorizing politics plays out in Central Asia. How are the concepts of governance, legitimacy, ideology, power, order, and the state framed in the region? How can we use the experiences of the Central Asian states to renovate political theorizing? In addressing these questions, the volume relies on the contributions of many young and local researchers, whose chapters are primed to address three key themes: exploring models of governance, revealing ideological justifications, and reframing state and order. Utilizing a range of single and comparative case studies from across the Central Asian space, this illuminating and original volume opens up a new space for political theorists, regional specialists and students of politics to begin reconsidering how we approach the theorization of regions of the world assumed to be on the periphery.
Author: Adem Ince Publisher: Lexington Books ISBN: 1498566170 Category : Education Languages : en Pages : 227
Book Description
Turkey’s Kurdish question is a long-standing issue which gained special importance after the start of armed conflict between Kurdish insurgents and Turkish security forces. Despite multiple failed attempts to solve the Kurdish question, it remains the most significant issue in Turkey today. This book approaches Turkey’s Kurdish question for the first time from an educational perspective. It scrutinizes the relationship between the ideological Kemalist education and the challenges facing Kurdish pupils educated in Turkish public schools. Turkey’s Kurdish Question from an Educational Perspective represents a comprehensive examination of all major factors in education—teachers, curriculum, policy documents, educational attainments and textbooks—that might possibly affect Kurds. It sheds a critical spotlight on the educational side of the issue, offering a summary of existing challenges, ways to deal with these problems, and the proposal of long-term solutions to achieve permanent peace in the region.
Author: Joseph Zajda Publisher: Springer ISBN: 9402409726 Category : Education Languages : en Pages : 153
Book Description
Globalisation and National Identity in History Textbooks: The Russian Federation, the 16th book in the 24-volume book series Globalisation, Comparative Education and Policy Research, discusses trends in dominant discourses of identity politics, and nation-building in school history textbooks in the Russian Federation (RF). The book addresses one of the most profound examples of the re-writing of history following a geo-political change. Various book chapters examine debates pertaining to national identity, patriotism, and the nation-building process. The book discusses the way in which a new sense of patriotism and nationalism is documented in prescribed Russian history textbooks, and in the Russian media debate on history textbooks. It explores the ambivalent and problematic relationship between the state, globalisation and the construction of cultural identity in prescribed school history textbooks. By focusing on ideology, identity politics, and nation-building, the book examines history teachers’ responses to the content of history textbooks and how teachers depict key moments in modern Russian history. This book, an essential sourcebook of ideas for researchers, practitioners and policymakers in the fields of globalisation and history education, provides timely information on history teachers’ attitudes towards historical knowledge and historical understanding in prescribed Russian history textbooks.
Author: Jil Winandy
Author: Jil Winandy
Author: Mette Buchardt
Author: Allan Michel Jales Coutinho
Author: Daniel Tröhler
Author: Joseph Zajda
Author: James H. Williams
Author: Zeng Yeying
Author: Rico Isaacs
Author: Adem Ince
Author: Joseph Zajda